Ms. Montoya found that textbooks used by the fifth grade teachers were at least two grade levels above the students. At this point, what did she help the teachers do?

Ms. Montoya found that textbooks used by the fifth grade teachers were at least two grade levels above the students. At this point, what did she help the teachers do?

• A. Allowed the teachers to blame the publishers.
• B. Each teacher consider how they were being biased toward students.
• C. Allowed the teachers to seek out opportunities to grow professionally by using different sources of support and guidance to enhance their own professional skills.
• D. Encouraged teachers to ignore the issue.

Answer: (C)

When students are working well below the level of the available textbooks, the important move is for teachers to grow their practice to meet students where they are. The best choice focuses on seeking opportunities to develop professionally by using different sources of support and guidance to enhance their own skills. This means tapping into coaching, collaborative planning with colleagues, professional development workshops, and curated resources that align with students’ readiness. With that support, teachers can adjust pacing, differentiate tasks, scaffold instructions, and select or create materials that students can access and gradually master. This proactive, growth‑minded approach strengthens teaching and helps students make meaningful progress. It isn’t about blaming publishers or ignoring the issue, or about focusing on bias—it’s about using growth opportunities to improve practice.

When students are working well below the level of the available textbooks, the important move is for teachers to grow their practice to meet students where they are. The best choice focuses on seeking opportunities to develop professionally by using different sources of support and guidance to enhance their own skills. This means tapping into coaching, collaborative planning with colleagues, professional development workshops, and curated resources that align with students’ readiness. With that support, teachers can adjust pacing, differentiate tasks, scaffold instructions, and select or create materials that students can access and gradually master. This proactive, growth‑minded approach strengthens teaching and helps students make meaningful progress. It isn’t about blaming publishers or ignoring the issue, or about focusing on bias—it’s about using growth opportunities to improve practice.